Climate crisis learning through scaffolded instructional tools
Climate crisis learning through scaffolded instructional tools
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DOI：
10.1080/20590776.2021.1997065
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发表时间：
2021-11-20
影响因子：
1.5
通讯作者：
Mohan, Svetha
中科院分区：
文献类型：
--
作者：
Bailey, Janelle M.;Jamani, Sonia;Mohan, Svetha
目标：与社会相关和有争议的话题，如气候危机，在科学家和公众认为合理的解释上存在差异。脚手架可以帮助学生在解决这些问题时评估基于证据的解释的有效性，并支持知识的获取。方法：本研究比较了学生权衡气候变化和极端天气事件主题的证据线和解释之间的联系的两个框架。结果：wilcoxon签名秩检验表明，学生的合理性判断转向科学接受的解释，学生在完成这两个活动后，他们对气候危机主题的知识有所增加。结构方程模型表明，学生对极端天气活动的合理性判断的转变驱动了他们对极端天气活动的知识收获，但气候变化活动对学习的有用性表现出可能的天花板效应。结论：当学生选择他们的证据线和解释模型时，他们的合理性重新评估导致更高水平的教学后知识。虽然效应量不大，但本研究的结果表明，学生对合理性判断的明确重新评估可以支持对气候危机问题的深入学习。
Objective: Socially-relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains.Method: This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events.Results: A Wilcoxon-signed rank test showed that students' plausibility judgements shifted towards scientifically accepted explanations and that students increased their knowledge about climate crisis topics after completing both activities. A structural equation model suggested that students' shifts in plausibility judgements drive their knowledge gains for the extreme weather activity, but the climate change activity demonstrated a possible ceiling effect in its usefulness for learning.Conclusions: When students choose their lines of evidence and explanatory models, their plausibility reappraisals result in greater levels of post-instructional knowledge. Although effect sizes were modest, the results of this study demonstrate that students' explicit reappraisal of plausibility judgements can support deeper learning of climate crisis issues.